Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-31T20:54:27.316Z Has data issue: false hasContentIssue false
Series:   Elements in Shakespeare and Pedagogy

Teaching with Interactive Shakespeare Editions

Published online by Cambridge University Press:  16 November 2023

Laura B. Turchi
Laura B. Turchi
Affiliation:
Arizona State University

Summary

This Element presents three case studies of interactive digital editions of Shakespeare incorporated into classroom teaching: WordPlay Shakespeare, PerformancePlus and myShakespeare. Each interactive edition combines the text of a Shakespeare play with a recorded performance. The case studies seek to understand whether and how interactive Shakespeare editions support ambitious teaching, where students are expected to engage in authentic academic tasks, experience social learning (dialogic rather than didactic), and demonstrate their new knowledge through meaningful assessments. In our time of pandemic and considerable public contention over equity and justice, ambitious teaching further requires attention to the whole selves of students – their psychological and social development as well as their intellectual attainment. This Element examines the opportunities that interactive digital editions give teachers, software developers and scholars to connect Shakespeare's works to twenty-first century students.
Get access

Keywords

Shakespeare Pedagogymultimodal digital textsinteractive editionsShakespeare adaptationsambitious teaching
Type
Element
Information
Series: Elements in Shakespeare and Pedagogy
Online ISBN: 9781009024105
Publisher: Cambridge University Press
Print publication: 14 December 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adichie, C. N. (2009). The Danger of a Single Story. TEDGlobal. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare.Google Scholar
Akhimie, P. (2021). ‘Cultivating Expertise: Glossing Shakespeare and Race’. Literature Compass Special Issue, 18(10), https://doi.org/10.1111/lic3.12607.Google Scholar
Bissonnette, J. D., and Glazier, J. (2016). ‘A Counterstory of One’s Own’. Journal of Adolescent & Adult Literacy, [Online] 59(6), 685–94.Google Scholar
Christensen, A., and Turchi, L. B. (2023). ‘Re-editing the Renaissance for an Anti-racist Classroom’. In Wainwright, A. and Chapman, M. (eds.). Race in the European Renaissance: A Classroom Guide. Tempe AZ Arizona Center for Medieval and Renaissance Studies: ACMRS Press, 505-24.Google Scholar
Dakin, M. E. (2012). Reading Shakespeare Film First. Urbana, IL: National Council of Teachers of English.Google Scholar
Dyches, J. (2017). ‘Shaking Off Shakespeare: A White Teacher, Urban Students, and the Mediating Powers of a Canonical Counter-Curriculum’. The Urban Review, [Online] 49(2), 300–25.CrossRefGoogle Scholar
Erickson, P. and Hall, K. F. (2016). ‘“A New Scholarly Song”: Rereading Early Modern Race’. Shakespeare Quarterly, 67(1), 1–13.CrossRefGoogle Scholar
Estill, L. (2019). ‘Digital Resource Reviews / Comptes Rendus Sur Les Ressources Numeriques Introduction: Special Issue, Digital Shakespeare Texts’. Renaissance and Reformation, 42(3), 167–74.CrossRefGoogle Scholar
Gee, J. P. (2017). ‘Affinity Spaces and 21st-Century Learning.’ Educational Technology, 57 (2), 27–31. www.jstor.org/stable/44430520.Google Scholar
Hirsch, B., Arneil, S., and Newton, G.. (2017). ‘“Mark the Play”: Electronic Editions of Shakespeare and Video Content’. Scholarly and Research Communication, 8(2). https://doi.org/10.22230/src.2017v8n2a279.CrossRefGoogle Scholar
Hope, J. (2003). Shakespeare’s Grammar. London: Bloomsbury Arden Shakespeare.CrossRefGoogle Scholar
Kennedy, M. M., Pigott, T. D., and Ryan, A. M.. (2019). ‘How We Learn About Teacher Learning’. Review of Research in Education, 43(1), 138–62.CrossRefGoogle Scholar
Kidnie, M. J. (2018). ‘The Stratford Festival of Canada: Mental Tricks and Archival Documents in the Age of NTLive’. In Aebischer, P., Greenhaigh, S., and Osborne, L. E. (eds.). Shakespeare and the ‘Live’ Theatre Broadcast Experience. London: Bloomsbury Arden Shakespeare, 133–46.Google Scholar
Lampert, M., and Graziani, F.. (2009). ‘Instructional Activities as a Tool for Teachers’ and Teacher Educators’ Learning’. The Elementary School Journal, 109(5), 491–509.CrossRefGoogle Scholar
Lampert, M., Franke, M. L., Kazemi, E., et al. (2013). ‘Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching’. Journal of Teacher Education, 64(3), 226–243, https://doi.org/10.1177/0022487112473837.CrossRefGoogle Scholar
Lior, N. (2019). Mediating for Immediacy: Text, Performance, and Dramaturgy in Multimedia Shakespeare Editions. ProQuest Dissertations. www.proquest.com/dissertations-theses/mediating-immediacy-text-performance-dramaturgy/docview/2316417379/se-2.Google Scholar
Lior, N. (2020). ‘Multimedia Shakespeare Editions: Making Shakespeare Accessible/Making an Accessible Shakespeare’. Research in Drama Education, 25(1), 125–42.CrossRefGoogle Scholar
Loewenberg Ball, D., and Forzani, F. M. (2009). ‘The Work of Teaching and the Challenge for Teacher Education’. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479.CrossRefGoogle Scholar
Long, K., and Christel, M. T. (2019). Bring on the Bard: Active Drama Approaches for Shakespeare’s Diverse Student Readers. Urbana, IL: National Council of Teachers of English.Google Scholar
Marcus, L. S. (1996). Unediting the Renaissance: Shakespeare, Marlowe, Milton. London: Routledge.Google Scholar
Massai, S. (2017). ‘Editing Shakespeare in Parts’. Shakespeare Quarterly. 68(1), 56–79.CrossRefGoogle Scholar
Neville, S. (2018). ‘Rethinking Scholarly Commentary in the Age of Google: Some Preliminary Meditations on Digital Editions’. Textual Cultures: Text, Contexts, Interpretation, 12(1), 1–26.CrossRefGoogle Scholar
Orgel, S. (2007). ‘The Desire and Pursuit of the Whole’. Shakespeare Quarterly, 58(3), 290–310.CrossRefGoogle Scholar
Paris, D. (2016). ‘Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice’. Educational Researcher, 41(3), 93–97.CrossRefGoogle Scholar
Richmond, G., Bartell, T., Floden, R., and Petchauer, E.. (2017). ‘Core Teaching Practices: Addressing Both Social Justice and Academic Subject Matter’. Journal of Teacher Education, 68(5), 432–34, https://doi.org/10.1177/0022487117732950.CrossRefGoogle Scholar
Romeo and Juliet, dir F. Zeffirelli, Paramount Pictures 1968.Google Scholar
Royster, F. T. (2011). ‘Comic Terror and Masculine Vulnerability in “Slings and Arrows: Season Three”’. Journal of Narrative Theory, 41(3), 343–61. https://doi.org/10.1353/jnt.2011.0100.CrossRefGoogle Scholar
Schneier, L. (2021). ‘Give Them the Butterflies’. In Delaney, M. K. and Mayer, S. J. (eds.). In Search of Wonderful Ideas: Critical Explorations in Teacher Education. New York: Teachers College Press, 74–84.Google Scholar
Shaffer, S. (2016). ‘One High School English Teacher: On His Way to a Flipped Classroom’. Journal of Adolescent & Adult Literacy, 59(5), 563–73.CrossRefGoogle Scholar
Shepard, L. A. (2021). ‘Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing’. American Educator, 45(3), 28–32.Google Scholar
Simonetta, R. D., and Lo, M.. (2022). ‘The Shakespeare CoLab: A Digital Learning Environment for Shakespeare Studies’. In Henderson, D. E. and Vitale, K. S. (eds.). Shakespeare and Digital Pedagogy: Case Studies and Strategies. London: Bloomsbury Arden Shakespeare, 25–37.Google Scholar
Slabon, W., Richards, R. and Dennen, V. (2014). ‘Learning by Restorying’. Instructional Science, 42(4), 505–521. https://doi-org.ezproxy.lib.uh.edu/10.1007/s11251-014-9311-z.CrossRefGoogle Scholar
Thomas, E. E., and Stornaiuolo, A.. (2016). ‘Restorying the Self: Bending Toward Textual Justice’. Harvard Educational Review 86(3), 313–38.CrossRefGoogle Scholar
Thompson, A., and Turchi, L.. (2016). Teaching Shakespeare with Purpose: A Student-Centred Approach. London: Bloomsbury Arden Shakespeare.CrossRefGoogle Scholar
Thompson, J., Windschitl, M., and Braaten, M.. (2013). ‘Developing a Theory of Ambitious Early-Career Teacher Practice’. American Educational Research Journal, 50(3), 574–615, https://doi.org/10.3102/0002831213476334.CrossRefGoogle Scholar
Turchi, L. B. (2020). ‘Shakespeare e-Books Engage Students and Support Ambitious Teaching’. Research in Drama Education Themed Issue: Teaching Shakespeare: Digital Processes, 25(1), 143–46. https://doi.org/10.1080/13569783.2019.1687290.Google Scholar
Windschitl, M., Thompson, J., and Braaten, M. (2011). ‘Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-supported Collaborative Inquiry into Practice and Why?’ Teachers College Record, 113(7), 1311–60.CrossRefGoogle Scholar

Save element to Kindle

To save this element to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Teaching with Interactive Shakespeare Editions
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Teaching with Interactive Shakespeare Editions
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Teaching with Interactive Shakespeare Editions
Available formats
×